The purpose of this study was to examine how teacher behavior make a difference in experimental teaching units (ETU) instructed by two teachers, and how this difference influences student learning behavior and the learning products in physical education classes. In order to analyze the teacher behavior and the student behaviors in those classes, systematic observation instrumentation and ALT-PE observation system were used and additionally the numbers of trial to movements were counted. Learning products were evaluated by student evaluation and skill performance test.
The main results can be summarized as follows.
1) The first teacher, who used a direct teaching style, used Lecture and Direction frequently in his class. On the other hand, the second teacher, who used an indirect teaching style, frequently used Interaction, Monitoring, An approaches to individual students, scarcely used in Lecture and Direction. She produced a positive climate in class, rarely using Corrective feedback for behavior and Negative feedback for skill learning as compared with the first teacher.
2) According to the analyzed results of student behavior, great differences in the numbers of trial to movements and ALT of task activities were not found between two classes.
3) The first teacher's style was more profitable in terms of skill performance, while the second teacher's style was higher in terms of student evaluation.
4) These results suggest that teacher behavior made a difference in their presage variables, although we controlled program and context variables in the classes. And we could find that these two different type of teacher behavior which had an influence on learning products, had no influence on student learning activity. That is, the indirect teaching style is more effective than the direct one for students' positive attitude to physical education class.

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Mosston's spectrum of teaching style is one of the well-known concepts as a teaching method of physical education in the United States. But, unfortunately it has not been discussed enough in Japan. Describing this unique model, this study clarifies its limit and possibility.
Mosston's model presents many teaching styles which are different in sharing decision making between a teacher and student. Mosston emphasises teacher behavior rather than student behavior. This indicates that he is much concenned with the initiative at a teacher in the class. This paper argues that it is necessary to describe into details about relationships between student behavior and objectives (outcomes), because the student behavior is equally important to achieve the educational goal. Therefore, this study insists that Mosston's model should be revised with the classification based on 1) teacher centered type, 2) teacher-student type, 3) student centered type, and 4) student independent type. In addition, the model should be redefined in light of the way to organize students: 1) whole class type, 2) small group type, 3) peer tutoring type, 4) individualized type.
In short, these propositions are useful to verify effectiveness of each style positively, and to modify Mosston's model through the planning-process-product study.

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The present study was to examine the chronological changes of the characteristics of apparatus gymnastics and the related content system in the course of studies for physical education in elementary school issued by the Japanese Ministry of Education since 1958. The emphasis of apparatus gymnastics has been shifted in the four revised course of studies, from ‘acquisition of movement skills’ to ‘learners’ subjective feeling, ’ such as pleasure and enjoyment with activities. The source of pleasure and enjoyment through apparatus gymnastics learning has been also shifted from ‘conquering difficult obstacles’ to ‘achieving several tricks, ’ According to these changes of the characteristics, the instructional objectives were changed from ‘fostering movement skills “to” enabling to perform several tricks, ’ Considering the characteristics given to apparatus gymnastics as ‘achieving several tricks, ’ the class would become more effective, and offer more varied experiences of pleasure and enjoyment for children

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The competition in sport helps to develop mental and sensitive abilities as well as physical one. With too much emphasis on victory, however, this competitive nature of sport sometimes causes human alienation in our society.
Thus one of the practical tasks of sport education is to resolve the problem of the human alienation. For this purpose, the process of a competition is analyzed to understand the structure of competition in sport. In this paper the competition in sport is defined as one through which participants compete with each other for victory in a sport. It is regarded as human relationship which is observed in a game or contest, being distinguished from competition for ranking purposes, as is often obsereved in sports events, The subject of the analysis was a game or contest named ‘Turn and Run’, which had been developed by the present author and was played by college students during the writer's professional class in physical education.
On the basis of the analysis the present author argued for the two aspects of competition in a game. One is named ‘Competition as a Phenomenon’. This is a realistic process in which participants vie for the characteristics of their physical abilities, expressing and realizing themselves. The other is named ‘Perceptive Competition’, This is a process in which each participant's physical abilities are considered to be the same quality. On that assumption their physical abilities are measured, compared and evaluated in terms of the issue of victory or defeat.
Though victory or defeat is the result of ‘Perceptive Competition’, people cannot see this aspect of the competition directly, believing that individualistic and characteristic physical abilities are immediately responsible for victory or defeat in competition.

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The purposes of this study were to find the optimal angle of release of ball throwing for distance, and to clarify effects of changing angle of release on throwing motion.
In the experiment, 18 throws were performed by 8 female students. Angle of throwing was instructed indirectly by utilizing a simple device. Overhand throwing motions of subjects were videotaped simultaniously from side and overhead view by two video cameras. Angle, velocity and height of release were calculated from video analysis for 18 throws. Next, three throws which were near 20, 30 and 40 degree respectively were selected, and these throwing motions were analyzed.
In all subjects, the greater the angle of release became, the less the velocity of release and the higher the height of release became. Calculating from the mutual relation among these three factors limiting throwing distance, the optimal angles of release were ranged from 33.8 to 39.4 degrees.
The increase or decrease of velocity by changing angle of release was mainly influenced by actions of hand and forearm. Front and rear lean of upperbody was one of factors adjusting angle of release.

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